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Induction of newly qualified teachers in the Seychelles : professional and organisational dimensions
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Marie, Sherley (2012) Induction of newly qualified teachers in the Seychelles : professional and organisational dimensions. PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b2665780~S1
Abstract
This thesis presents the findings from exploratory research on the induction
of newly qualified teachers (NQTs) in Seychelles. The Seychelles education
system has no formal policy or framework for the induction of NQTs. The
research aimed at discovering if and how NQTs were inducted and
supported during their first years of teaching. The management and
implementation of induction were examined and NQTs’ perceptions of their
induction experiences were sought, thus bringing to light their socialisation
process within their institution.
The research is significant as it is the first major study of induction and
mentoring in both primary and secondary schools in the country, targetting a
cohort of new teachers. It explored the issue of induction and mentoring
holistically by using mixed methods. The NQTs’ perceptions of their
induction and subsequent mentoring were obtained through a survey
questionnaire. In addition, key officials and policy makers in the Ministry
of Education were interviewed, to ascertain their intentions and expectations
of new teacher induction. Finally, three case studies (two in primary
schools and one in a secondary school) were carried out, enabling the
researcher to explore the induction and mentoring practices in these schools
in depth.
The findings revealed that induction in the Seychelles is incidental, lasting
for about a week. The head teachers play a pivotal role in welcoming new
teachers only and the subject leaders play the dual role of mentors and
assessors. The induction process is not successful because school leaders
lack the expertise to design, implement and evaluate their induction
programmes. Hence, this research leads to a proposal for an induction
model with implications for policy development and with a recommendation
for a decentralised induction process which will cater for, the socialisation,
the improved competence and the continued professional development of
novice teachers.
Item Type: | Thesis (PhD) | ||||
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Subjects: | L Education > LB Theory and practice of education | ||||
Library of Congress Subject Headings (LCSH): | First year teachers -- Training of -- Seychelles, First year teachers -- Supervision of -- Seychelles, Teacher orientation -- Seychelles | ||||
Official Date: | July 2012 | ||||
Dates: |
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Institution: | University of Warwick | ||||
Theses Department: | Institute of Education | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Supervisor(s)/Advisor: | Bush, Tony, 1943- | ||||
Extent: | xx, 369 leaves. | ||||
Language: | eng |
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